Personality development

INTRODUCTION TO PERSONALITY
Personality is derived from a Latin word “Persona"
which means a dress or mask which Greek actors
used to wear during playing a drama or play.
So it gives importance to outer appearance that
time but now it is known that just outer appearance
can not be stated as personality.
Personality means the power to have
influence on others.

Conti…
• Philosophical point of view states that personality
is idea of perception and it is self-enhancement.
• Sociological point of view defines it as integration
of all traits which determine the role and status of
the person in society
• Psychoanalytical approach states that personality
is construct of three components i.e. Id, Ego, and
superego.

DEFINITIONS OF PERSONALITY
Personality is the integration of those systems of
habits that represents one individual`s adjustment to
his environment(Kemph)
Personality is the relatively stable organization of a
person`s motivational dispositions arising from the
interaction between biological, social & physical
environment( Eysenck)

TEMPERAMENT
DEFINITION:-
It is set of inborn personality characteristics that influence
an individual’s manner of reacting to environment or
Personality characteristics that define an individual’s mood
and behavioral tendencies.

TYPES/CLASSIFICATION OF
PERSONALITY

Contd…
BY TYPE APPROACH: - it approached human
personality and behaviour characteristics using
somatic structure, blood type and secretions.

Contd ….
Types based on temperament – Hippocrates a father
of medicine classified people into four types as per
temperament depending on which one’s bodily
humours or fluids they believe to predominate.
Sanguine—
cheerful,vigorous,confident,optimistic(blood)
Phlegmatic ---calm, slow
moving,unexcitable,unemotional(mucus)
Choleric—irritable, hot tempered(yellow bile)
Melancholic –depressed ,morose(black bile)
This is similar to dividing people in vatha, pitha,
kabham in Ayurveda.

TYPES BASED ON BODY
BUILD(PHYSIOLOGICAL TYPES):-
KRETSCHMER

Contd …
Types based on body build (physiological types)
Kretschmer divided people into 3 types based on body
structure: –
Asthenic—introvert ,tall, thin ,sensitive
Athletic—active, aggressive, well developed muscular
body.
Pyknic—extrovert, round and fat.

PHYSIOLOGICAL TYPES
:-WILLIAM SHELDON

Contd…
William Sheldon divided people into three types
according to body build and behaviour:-
Endomorph---plumb soft, fat, round, sociable even
tempered and relaxed easily.
Mesomorph—heavy set and muscular, physically
active and noisy.
Ectomorph ---tall, thin, flat –chested, self conscious,
shy, fond of solitude and reserved.

Contd ..
Extroverts ---people who are sociable and take
interest in others and like to move with people and
are skilled in etiquette. They are friendly and not
easily disturbed. They are dominated by emotions and
take decision quickly, realistic and face problems of
life objectively.
Introverts ----are those who are interested in
themselves, their feelings, emotions, reactions and
valves. They are self centered and busy in their own
thoughts. They are reserved to work alone situations
and easily get embarrassed.

BY TRAIT APPROACH: ---
Personality traits ---All port used different traits to
describe the uniqueness of each individual. The most
simple and practical way is list of qualities e.g.
patience, honesty, preservance, thoughness and
initative.these qualities are personality traits. Group
of traits are called factors or dimensions of
personality. When traits are analyzed and presented
on a graph, it is called personality profile.

CHARACTERSTISTICS OF
PERSONALITY
Openness
Conscientiousness
Extraversion
Agreeableness
Neuroticism

OPENNESS:-
It refers to traits how someone is to conform to
societal or cultural norms, how concretely or
abstractly someone thinks about things, how
someone open or resistance to change. A person with
creative thinking and trying to do things in better way
likely scores higher on measures of openness.
CONSCIENTIOUSNESS:-
It deals with person’s level of organization, level of
discipline and prone individual to taking risks or to
meet unfavourable circumstances.

Contd …
EXTRAVERSION:--
It reflects how person is social, warm and loving tend
to be. Extroverts have high score in extraversion trait.
AGREEABLENESS:-
It takes in account how co-perative, kind and
dependable person are? The person who evolves in
common good not self centered score high in this
characteristics.

Contd …
NEUROTICISM:-
It is personality characteristic which deals with how
anxious, nervous, confident and self-contentment in
person. Worried, confused personalities score high in
this trait

FACTORS OF PERSONALITY
The physical factors ---physique of individual i.e.size,
strength, looks and constitution.
The environmental or social factor---working area,
home
Mental or psychological factors—motives, interests,
attitudes, will, character, intellectual
capacitiesi.e.intelligence, imagination, perception,
attention, reasoning

cont…
1. PHYSIQUE:-People differ in there physique in
different ways. difference in physical appearance
accounts in the development of different behavioral
patterns . According to Sheldon classification:-
PHYSIQUE TEMPERAMENT
• Endomorphic :-
Soft and round people
Comfort loving , pleasure seeking
sentimental and socializing people
• Mesomorphic :-
Muscular built, Strong
and Athletic Type
Very active full of energy , less
religious . They are aggressive & noisy
, achievements oriented People .
• Ectomorphic :-
These people have thin
body built , slender and
very delicate and fragile.
Sensitive and delicate intellectual ,
more religious people .

cont…
2.TRAITS are behavioral patterns that consistently
appear in wide variety of situations. e.g. a person who
is easily loose temper in wide variety of situations has
short tempered personality. Similarly a person
observed in jolly and humorous mood at different
places speaks about jolly natured personality.
3.HABITS :- Certain needs or motives drive the person
to achieve a particular goal. Any behavioral reaction
that results in to some reward or benefit is repeated
again and again and ultimately it becomes habit.

cont…
4.HEREDITY:- It is another important construct of
personality. Every individual is born with same
biological systems in the body but some functional
variances are always present and that determines
personality variances. For example sensitivity of
nervous system.
5.EMOTIONALITY:-Although every individual
experiences same type of emotional feelings but
people are found significantly varying in emotional
temperaments. some feel hurt very easily whereas
others emotionally very stable. This variance in
emotionality becomes the personality patterns in a
person.

cont…
6.ENVIRONMENT It is a very strong constituent of
personality. Wide variety of environmental
conditions can create wide variety of personality
patterns. A psychologist like Watson has declared
that you give me child from any race religion or
caste I will make him as you desired by
manipulating environmental conditions.
7.ATTITUDES These are mental predispositions to
react in particular way to others. These are the
learned dispositions which an individual learn from
environment. if the attitudes are recognized then
the prediction of behavior can be made.

FREUD’S PSYCHOANALYTIC THEORY
SULLIVAN INTERPERSONAL THEORY
THEORY OF PSYCHOSOCIAL DEVELOPMENT
COGNITIVE DEVELOPMENT THEORY
MORAL DEVELOPMENT THEORY
MASLOW’S SELF –ACTUALIZATION THEORY

1.FREUD’S PSYCHOANALYTIC
THEORY:-
Psychoanalytic theory has three major parts:
•Structural theory of personality:-Id, Ego, Superego
•A theory of personality dynamics:- Levels of
consciousness
•A theory of psychosexual stages of development

Structural Theory of Personality : Id,
Ego, and Superego
Id:- According to Freud the Id operates on the
pleasure principle. It is composed of biological
instincts including the drives of sex and
aggressionId would satisfy its fundamental
urges immediately and reflexively as they arose,
without regard to rules, the realities of life, or
morals of any kind. It is based on urges like
urge to eat, drink, eliminate, and, to be sexually
stimulated.Id, however, is usually bridled and
managed by the ego. E.g. baby is crying for
milk, he want milk in any condition, he cannot
compromise.

contd…
Ego:- Freud characterized the ego as working in the
service of the reality principle. The ego delays satisfying
id motives and channels behavior into more socially
acceptable outlets. The ego consists of elaborate ways
of behaving and thinking which constitute the
executive function of the person. Ego tries to satisfy the
id`s urge for pleasure but only in realistic ways that
take account of what is possible in the real world. Ego`s
task of satisfying both id and superego requires a
somewhat risky balancing act. E.g. School going kid
want new bag but he know her father cannot buy he
will compromise to some extent.

Contd…
Superego:-The superego correspond closely to the
conscience which is a set of positive values and moral
ideals that are pursued because they are believed to be
worthy. It consists mainly of prohibitions learned from
parents and other authorities. E.g. a person always
obeys rules because of strict discipline at home. It
consists mainly of prohibitions learned from parents
and other authorities. It has two major components:-
The ego-ideal---when a child is consistently rewarded
for good behavior. Self esteem is enhanced behavior
becomes part of ego-ideal.it is internalized as part of his
valve system.

Contd …
Conscience ---it is conscious part of superego. It develops
through interjections & automatizations of many
prohibitions of early childhood. When moral& ethical
principles are disregarded, the conscience generates a
feeling of guilt in an individual.
Freud`s general notion that our behavior is influenced by
biological drives (id), social rules (superego), and
mediating thought processes (ego).
SUPER EGO EGO ID→ ←

b)Theory of personality dynamics
Freud proposed three levels of consciousness, or
awareness under this theory: the conscious, the
preconscious, and the unconscious.
•Conscious level,
we are aware of certain things around us and of certain
thoughts. The conscious included all memories that
remain within an individual`s awareness. Events and
experiences that are easily remembered or retrieved are
considered to be within one`s conscious awareness.
Examples include telephone numbers, birthdays of self
and significant others, the dates of special holidays, and
what one had for lunch this noon.
The conscious mind is thought to be under the control of
the ego, the rational and logical structure of the
personality.

Theory of personality dynamics
cont…
• Preconscious level :-
The preconscious includes all memories that may
have been forgotten or are not in present awareness
but with attention can be readily recalled into
consciousness. e.g. what we had for breakfast, or our
parent’s first names. The preconscious enhances
awareness by helping to suppress unpleasant or
nonessential memories from consciousness.
It is thought to be partially under the control of the
superego which helps to suppress unacceptable
thoughts and behaviors.

Theory of personality dynamics cont…
• Unconscious level:-
It includes all memories that one is unable to
bring to conscious awareness. Unconscious
material consists of unpleasant or
nonessential memories that have been
repressed and can be retrieved only through
therapy, hypnosis, and have the capacity to
restructure repressed memories.
Unconscious material may also emerge in
dreams and in seemingly incomprehensible
behavior.

c)Psychosexual Stages of Development
AGE STAG
E
MAJOR DEVELOPMENTAL
TASKS
Birth-18
months
Oral Relief from anxiety through oral
gratification of needs… Receptive phase &
Sadistic phase
18-months-3
years
Anal Learning independence and control with
focus on the excretory
function..destructive expulsive &
mastering phase
3-6 years Phallic • Sensual feeling toward parent of
opposite sex called Oedipus complex
or Electra complex;
• development of sexual identity;
• focus on genital organs

Psychosexual Stages of Development cont…
AGE STAGE MAJOR DEVELOPMENTAL TASKS
6-12 years Latenc
y
• Sexuality repressed;
• focus on relationships with
same-sex peers and ego
expands
13-20
years
Genital • heterosexual interests appear;
• sexual arousal occur through
memories and sensations from
earlier childhood periods,
physical manipulation of
genitals and hormonal
secretions.;
• Focus on relationships with
members of opposite sex.

SULLIVAN INTERPERSONAL
THEORY
Sullivan (1953) believed
that individual behavior
and personality
development are the
direct result of
interpersonal
relationships. He
explained the process of
personality development
in six stages of life.

SULLIVAN’S STAGES OF PERSONALITY DEVELOPMENT
Birth-18
months
Infancy • Relief anxiety through oral gratification of
needs accomplished through activity
associated with the mouth, such as crying ,
nursing, and thumb sucking.
18
months-
6 years
Childhoo
d
• Learning to experience a delay in personal
gratification without undue anxiety and
feel comfortable with it.
• Tools of this stage include the mouth, the
anus, language, experimentation,
manipulation, and identification.
6-9
years
Juvenile • Learning to form satisfactory peer
relationships and it accomplished through
the use of competition, cooperation,
compromise.

SULLIVAN’S STAGES OF PERSONALITY
DEVELOPMENT cont…
9-12
years
Preadolesce
nce
• Learning to form satisfactory
relationships with persons of same sex;
• initiating feelings of love and affection for
another person
12-14
years
Early
adolescence
• developing a sense of identity;
• formation of satisfactory relationships
with persons of opposite sex
14-21
years
Late
adolescence
• Establishing self-identity;
• experiencing satisfying relationships ;
Intimate opposite –sex relationship with
selected member.

ERIKSON THEORY OF PSYCHOSOCIAL
DEVELOPMENT
Erikson studied the influence of social
processes on the development of personality.
He described the eight stages of life cycle
during which individuals struggle with
developmental crises. Specific tasks
associated with each stage must be completed
for resolution of the crisis and for emotional
growth to occur.

AGE STAGE TASK
Infancy
(birth
to 18
months
)
Trust
versus
mistrust
To develop attachment with the mother
results in self-confidence, optimism, faith in
gratification of needs and desires ,and hope
for the future.
Nonachievment results in emotional
dissatisfaction with self and others,
suspiciousness and difficulty with
interpersonal relationships.
Early
childho
od (18
months
-3
years)
Autonomy
versus
shame and
doubt
Gaining sense of self control , ability to delay
gratification, self-confidence.
Nonachievment leads to lack of self-
confidence, lack of pride in the ability to
perform, a sense of being controlled by
others, a rage against the self.

AGE STAGE TASK
Late
child
hood
(3-6
years
)
Initiative
versus
guilt
To develop a sense of purpose and ability to
initiate and direct own activities and self-control
of inappropriate social behaviors. Initiative is
achieved when creativity is encouraged,
recognized and positively reinforced
Nonachievment develops feelings of inadequacy
and a sense of defeat, Guilt even in situations for
which one is not responsible. The child may view
him or herself as evil and deserving of
punishment.
Scho
ol
age(
6-12
years
)
Industry
versus
inferiorit
y
To achieve a sense of self-confidence by
learning, competing, performing successfully and
receiving recognition from significant others,
developing social physical, and learning skills.
Sense of satisfaction, pleasure in the interaction
and involvement with others. develops attitudes
of trustworthiness, feels pride in achievement.

AGE STAGE TASK
Nonachievment results in difficulty in
interpersonal relationships, neither cooperate
and compromise with others nor problem solve
or complete task successfully. Become either
passive or overly aggressive to cover up for
feelings of inadequacy. individual may
manipulate or violate the rights of others to
satisfy his or her own needs .
Adole
scenc
e (12-
20
years)
Identity
versus
role
confusion
To integrate the tasks mastered in the previous
stages into a secure sense of self ,developing
sense of identity results in a sense of
confidence, emotional stability, to develop
relationships with members of both gender.
Nonachievment results in a doubt and
confusion about one’s role in life, lack of self-
confidence. Entering adulthood, with its
accompanying responsibilities, may be an

AGE STAGE TASK
Young
adulthood
(20-30
years)
Intimacy
versus
Isolation
To form intense, lasting relationship or a
commitment in which personal sacrifices
are made, institution establishing
intimate bonds of love and friendship.
This is learned when one has ben the
recipient of this type of giving within the
family unit
Nonachievment results in withdrawal,
social isolation, and aloneness. The task
remains unresolved when love in the
home has been deprived or distorted
through the younger years

AGE STAGE TASK
Adulth
ood
(30-65
years)
Generati
vity
versus
stagnati
on
To achieve life goals established for oneself,
while also considering the welfare of future
generations so responsibility and activeness
develop.
Nonachievment results in lack of concern for
the welfare of others and total preoccupation
with the self. He or she becomes withdrawn,
isolated, and highly self-indulgent
Old
age(65
years
to
death)
Ego
integrity
versus
despair
To review one’s life and derive meaning from
both positive and negative events, while
achieving a positive sense of self-worth and self
acceptance . Ego integrity is achieved
Failure to achieve task leads to Anger,
depression, and loneliness. The focus may be
on past failures or perceived failures.
Impending death is feared or denied, or ideas of
suicide may prevail.

COGNITIVE DEVELOPMENT
THEORY
Piaget has been called the father of
child psychology. His work concerning
cognitive development in children is
based on the premise that human
intelligence is an extension of
biological adaptation, or one`s ability
to adapt psychologically to the
environment. From his extensive
studies of cognitive development in
children, Piaget discovered four major
stages, each of which he believed to be
a necessary prerequisite for the one
that follows.

AGE PHASES MAJOR DEVELOPMENTAL TASKS
Birth-
2
years
Sensorimotor Child is concerned only with satisfying
basic needs and comforts, sense of
differentiation occurs with increasing
mobility and awareness, understand
objects with in external environment and
their influence, learn to manipulate
objects and experiences with in
environment.
2-6
Years
Preoperationa
l
Child is ego centralism, Personal
experiences are thought to be universal,
and the child is unable to accept the
differing viewpoints of others. Learning to
express self with language; development of
understanding of symbolic gestures;

AGE
PHASES
MAJOR DEVELOPMENTAL TASKS
6-12
Years
Concret
e
operatio
ns
Learning to apply logic to thinking;
development of understanding of reversibility
and spatiality;
learning to differentiate and classify the
objects;
increased socialization and rules
consciousness, egocentrism decreases,
cooperation increases
12-15 +
Years
Formal
operatio
ns
Learning to think and reason in abstract terms;
capability of logical thinking and reasoning
expand and are refined;
cognitive maturity and the capability to
perform all mental operations achieved

KOHLBERG THEORY OF
MORAL DEVELOPMENT

LEVEL STAGE /AGE DEVELOPMENTAL FOCUS
LEVEL
ONE
Preconvent
ion
morality
Egocentric
judgment (Birth
to 2 years
Punishment-
Obedience
Orientation (2
to 3 years)
Instrumental
Relativist
Orientation (4
to 7 years)
• no awareness of right or wrong
• No understanding of right or
wrong but still obey rules
,makes decision based on
avoiding punishment or
obtaining a reward
• conforms to rules to obtain
rewards or have favors
returned, child’s moral
standards are those of others)

LEVEL STAGE /AGE DEVELOPMENTAL FOCUS
LEVEL
TWO
Convention
al Morality
Good Boy-Nice
Girl Orientation
(7-10 YEARS)
Law and Order
orientation(10-12
YEARS)
•Behavior motivated by
expectations of others; strong
desire for approval and
acceptance
•Behavior motivated by
respected for authority so
moral reasoning develop,
Increases desire to please
others,
child try to internalizes the
standards of others.

LEVEL STAGE
/AGE
DEVELOPMENTAL FOCUS
LEVEL THREE
Post
conventional
morality
Social
contact
and
Legalistic
orientation
Universal
Ethical
principles
orientation
Behavior motivated by respect for
universal laws and moral principles
so try to understand about other
values and opinions , and follow
gives and takes rules , guided by
internal set of values
Behavior motivated by internalized
principles of honor, justice, and
respect for human dignity; follow
self chosen ethical principles,
acknowledge a conflict between
two socially accepted standards
and try to decide between them

MASLOW’S SELF–ACTUALIZATION THEORY
Maslow believed that each individual have higher level
growth needs such as need of self actualization and
understanding of ourselves , but these higher needs only
assume a dominant role in our lives after our primitive
needs such as physiological needs, safety needs, need for
love and belongingness and self esteem needs are satisfied.
human motives may exist in a hierarchy ,so that we must
satisfy those that are more basic before moving on to ones
that are less linked to biological needs. This point is central
to a theory of motivation proposed by Maslow.

MASLOW’S SELF–ACTUALIZATION THEORY
Physiological needs such as those for food, water, oxygen and
sleep at base of hierarchy needs.
One step above is safety needs, needs for feeling safe and secure
in one’s life.
Above safety needs are social needs, including needs to have
friends to be loved and appreciated and belong to fit in network
of social relationship.
Above social needs are esteem needs, needs to develop self
respect ,gain the approval of others and achieve success.
Ambition and need for achievement to which we will return
later are closely linked to esteem needs.
Finally at top of hierarchy are self actualization needs. These
involves needs for self fulfillment ,the desire to become all that
one is capable of beings.

PSYCHOLOGICAL TEST TO
MEASURE PERSONALITY
1.Pencil and paper test: It was first used during world war 1
to weed out emotionally unstable draftess.The statements or
items, were choosen to reflect Psychological states or
processes that might product future emotional breakdowns.
It is in form of questionnaires in which ask questions or give
simple statements to be marked yes or no ,true or false. The
questions are more reasonable. e.g.
•I generally prefer to attend movies alone.
•I occasionally cross the street to avoid meeting someone I
know.
•I seldom or never go out on double dates etc.

PSYCHOLOGICAL TEST TO MEASURE PERSONALITY
cont…
2.Minnesota Multiphase Personality Inventory(MMPI) :-One
personality test that has proven to be valid for many purposes is MMPI.It
contains 566 statements, or items for people to answer for themselves.
Way to design a personality test would be to focus on the content of
items people mark as ‘TRUE’OR ‘FALSE’.
The test makers analyzed way each criterion groups answered the items,
then use this information to form scales. e.g. If depressed people ,more
often than other groups, answers yes to the statement, “my favorite teddy
bear was green", this statement would be placed on depression scale.
3.The 16 Personality Factor Questionnaire(16PF) :-Raymond Cattell
and his associates used 170 adjectives applicable to human behavior and
used a statistical procedure called factor analysis to identify grouping or
factors among items. The factors are :Cool to warm, Concrete thinking to
abstract thinking, Submissive to dominant, Shy to bold etc.

cont…
4.Projective methods:- These are based on
projective hypothesis, derived from Freud’s
personality theory. In this section we focus
on two of the most frequently used projective
tests that are:-
•The Rorschach Inkblot technique
•Thematic apperception test(TAT)

cont…
The Rorschach Inkblot technique:- In this set of inkblots
are used ,some are black and white, some multicolored appear
on separate cards. Subjects are presented with the cards ,one
at a time, and asked questions such as, “what might this be?”
or “what does this remind you of?”After writing down as many
answers as the subject cares to give for each blot ,the tester
goes back through the set asking the subject for more details,
including what it was about the blot that determined the
subject’s response.
The first phase the test is called the free-association phase; the
second phase is called the inquiry.

Thematic Apperception test(TAT):- A different approach
was taken by Christina Morgan and Henry Murray in
developing the thematic apperception test. It is designed to
search out people’s basic needs by having them tell stories.
To guide story production ,the tester presents a series of
pictures and asks the subject to makeup a story about what
is happening, what went before, what is going to happen and
what people involved are thinking and feeling.
The TAT include a standard set of 30 pictures but it is rare
that all are included in one testing. Instead the tester selects
pictures involving themes of special significance to test The
test is built on assumption that people’s stories reveal
important aspects of their needs and self perception as well
as their views about significant others in their lives. Indeed
the stories given do often seem to be quite revealing.
Contd ….

CLASSIFICATION OF PERSONALITY
DISORDERSACC. TO DSM-IV-TR personality disorders are into three
clusters. These clusters are:
1.Cluster A:-Behavior described as odd or eccentric
•Paranoid personality disorder
•Schizoid personality disorder
•Schizotypal personality disorder
2.Cluster B:-Behaviour described as dramatic, emotional or
erratic
•Antisocial personality disorder
•Borderline personality disorder
•Histrionic personality disorder
•Narcissistic personality disorder
3.Cluster C:-Behaviour described as anxious or fearful
•Avoidant personality disorder
•Dependent personality disorder
•Obsessive-compulsive personality disorder

SUMMARIZATION
INTRODUCTION
DEFINITIONS OF PERSONALITY
TYPES OF PERSONALITY
CHARACETRISTICS OF PERSONALITY
FACTORS OF PERSONALITY
CONSTITUTES OF PERSONALITY
THEORIES OF PERSONALITY DEVELOPMENT
PSYCHOLOGICAL TEST TO MEASURE PERSONALITY

REFERENCES
Anthikad .J:Psychology For Nurses: published by jaypee.Edition
4th
,Pp 36-40
Morgan T.Clifford,King A. Richars et al;Introduction to
Psychology;Published by Tata McGraw-Hill company;Edition
7th
;Page no:563-611
Fernald;Munn’s Introduction to psychology;Published by
A.I.T.B.S. Publishers;Edition 5th
;Page no:397-423
Duane P.Schultz,Theories of Personality;Edition 9th
www.personality-development.org/theories-personality-
development
psychology.about.com/od/theoriesofpersonality
Pubmed.com
Wikipedia.com

Personality development

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